5.3 Program Evaluation
Candidates design and implement program evaluations to determine the overall effectiveness of professional learning on deepening teacher content knowledge, improving teacher pedagogical skills and/or increasing student learning. (PSC 5.3/ISTE 4c)
Artifact: Current Reality and GAPPS
Reflection:
I created the Current Reality and GAPSS (CR & GAPPS) review in ITEC 7460, Professional Learning and Technology Innovation. The CR & GAPPS was a paper I wrote about Teasley Middle School's (TMS) vision, needs assessment, professional learnings aligned with TMS' school improvement plan goals, and diversity. I interviewed my Principal and Academic Facilitator and used the collected data to develop the CR & GAPPS review.
The CR & GAPPS demonstrates my ability to design and implement a program evaluation to determine if the professional learning deepens teacher content knowledge, improves teacher pedagogical skills, or increases student learning. In the CR and GAPPS, I evaluate the effectiveness of professional learning at Teasley Middle School and offer recommendations to make professional learning more meaningful and accepted. I collected data that I then used to design and implement the evaluation plan. All recommendations focused on increasing the content knowledge, improving teacher pedagogical skills, or increasing student learning.
I realized that an evaluation like this has likely not been performed by leadership at my school. Most of the evidence collected could be resaid for more than one professional learning. If I did this again, I would ask my Instructional Lead Specialist and Academic Facilitator to review it with me. I asked for their input before creating the evaluation. I would do this not necessarily for feedback before submitting but as a backdoor way of providing insight in a non-critiquing way. I do not think they would take it personally but may defend the leadership team instead of being open-minded. Many of the Professional Learnings are created by them and sometimes from the administration's direction.
When I lead department meetings, I use my recommendations to design. For example, I record and post the videos for absent peers to view. Like the ELA Chair, I ask other department leaders to share when discussing their expertise, such as writing across the curriculum. My team has left meetings excited, and I have had compliments for my meeting's relevance to their teaching. Teachers have produced better writing prompts from that meeting. All PLCs emailed copies that ELA reviewed to measure the improvement.
I created the Current Reality and GAPSS (CR & GAPPS) review in ITEC 7460, Professional Learning and Technology Innovation. The CR & GAPPS was a paper I wrote about Teasley Middle School's (TMS) vision, needs assessment, professional learnings aligned with TMS' school improvement plan goals, and diversity. I interviewed my Principal and Academic Facilitator and used the collected data to develop the CR & GAPPS review.
The CR & GAPPS demonstrates my ability to design and implement a program evaluation to determine if the professional learning deepens teacher content knowledge, improves teacher pedagogical skills, or increases student learning. In the CR and GAPPS, I evaluate the effectiveness of professional learning at Teasley Middle School and offer recommendations to make professional learning more meaningful and accepted. I collected data that I then used to design and implement the evaluation plan. All recommendations focused on increasing the content knowledge, improving teacher pedagogical skills, or increasing student learning.
I realized that an evaluation like this has likely not been performed by leadership at my school. Most of the evidence collected could be resaid for more than one professional learning. If I did this again, I would ask my Instructional Lead Specialist and Academic Facilitator to review it with me. I asked for their input before creating the evaluation. I would do this not necessarily for feedback before submitting but as a backdoor way of providing insight in a non-critiquing way. I do not think they would take it personally but may defend the leadership team instead of being open-minded. Many of the Professional Learnings are created by them and sometimes from the administration's direction.
When I lead department meetings, I use my recommendations to design. For example, I record and post the videos for absent peers to view. Like the ELA Chair, I ask other department leaders to share when discussing their expertise, such as writing across the curriculum. My team has left meetings excited, and I have had compliments for my meeting's relevance to their teaching. Teachers have produced better writing prompts from that meeting. All PLCs emailed copies that ELA reviewed to measure the improvement.